15,655 Downloads

Free Early Finishers and Gifted First, Second, & 3rd Grades Math Challenges

Rated 4.83 out of 5, based on 35 reviews
35 Ratings
Leah Popinski - Sum Math Fun
7.2k Followers
Grade Levels
1st - 3rd, Homeschool
Standards
Formats Included
  • PDF
Pages
10 pages
Leah Popinski - Sum Math Fun
7.2k Followers

Description

Perfect for early finisher enrichment, morning work, math centers, collaborative work, and tasks for gifted learners!

Each activity included in this free download uses Common Core Mathematical Practices and the Texas TEKS Process Standards.

The challenges are rigorous but lots of fun, too. They are also leveled for easy differentiation.

There is a beginning story that introduces Jute the Giraffe and Thomas the Turtle. These two characters have very different problem solving approaches. They appear on the challenge pages to add humor and give support to students who may tend to give up and not persevere.

If you need something at your fingertips to keep your fast finishers engaged, thinking, reasoning, and using number sense...this is it! :)

❤️ Why You’ll L-O-V-E it:

• “Love this for my gifted students! What a great way for them to THINK about the math they're doing!” -Joey

• “Great way to help young learners begin to reason.” -Debbie

• “Thank you so much for this download! I am a substitute teacher and sometimes I need a backup plan! I appreciate having this handy in my bag!” -Buyer

Just print, laminate or use sheet protectors, and use year after year!

✅Check out Early Finishers and Gifted: Math Challenges for 14 more pages for your early finishers!

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If you are not following me, please join me! I LOVE to give away freebies!!! Plus, followers can take advantage of Early Bird Specials! All new products are 50% off for the first two days of posting. Click the green star under my name on my store home page or on the right side of any product page to become a follower. As a follower, you will receive an email notification when I post new products. Then you can ⭐snap them up at the Early Bird price!⭐

Thanks for taking your time to peek inside this resource!

Have fun Mathing!

-Leah

©Leah Popinski @ SumMathfun.com

Total Pages
10 pages
Answer Key
Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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